Lesson Plan

LESSON STRUCTURE:

Time Introduction (Set): Teaching Approaches
9.00am
-
9.10am
Spend a few minutes recounting what has been learnt
over the last few lessons.
Students contribute 1 thing they have learnt.

Students advised that the lesson will explore how music
can help people paint.

Whole class seated on the
floor, in a circle, facing the
teacher



Time Main Content: Teaching Approaches
9.10am
-
9.25am










9.25am
-
9.35am


9.35am
-
9.40am




9.40am
-
9.45am
Students view artworks to determine
whether they think they are art
Why? Why not? Does a painting need to be a
real picture, real objects to be a painting?
Why? Why not?

Draw students attention to images 8-10
What can students see in these
Do students know what this type of art is
called?
What might it mean?

Question: If you were feeling sad; happy; angry--- what
sort of picture would you paint? What colour/s would
you use? (for each emotion)

What about if you were to paint while listening to
music? Do you think it would change how you paint?

Thats what Kandinsky did


LETS EXPERIMENT:
Model example of music and how to paint. Students
close their eyes and think about how the music makes
them feel. Stop each sample of music to ask students
how they felt

1. Students receive a large sheet of colouring paper.
2. Students write their name at the top of the paper.
3. Students hold a coloured pencil, and when the music
starts, they draw a picture connecting the music to how
they feel. When the music stops, they change colours
and wait for the next piece of music.


artworks and music.pub







Abstract
When people paint abstract
art, they paint what they feel
(their emotions relate it to
the library visit speaking
about feelings), often in
colours that mean something
to them



Show students PowerPoint
presentation
The Life of Wassily Kandinsky


Students attempt to feel the
music, closing their eyes while
drawing
Unit/Topic: Connecting art and music: Part 4 Date: 18
th
May 2014

Key Learning Area: The Arts Year Level: Foundation
Outcomes:

Time Conclusion: Teaching Approaches
9.45am
-
9.50am







Students recount on what they have learnt this lesson.

Advise students they can create their own abstract art
during the next lesson.

EXTENSION ACTIVITIES:









REFERENCES:

Edmiston, J. (1996). The Emperor who hated yellow. Sydney: Scholastic Australia.

Tes. (2014). Colour tarsia cards. Retrieved from
http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6414800
Resources
(Include equipment required for class and/or for teacher preparation)






SAFETY CONSIDERATIONS/MATERIALS




ASSESSMENT









REFLECTION